4 4 ducation to mployment: Getting urope s Youth into Work Executive Summary Executive Summary European leaders have united in acknowledging youth unemployment as one of Europe s greatest challenges. At stake is the future of an entire generation, said French President Francois Hollande. Italian Prime Minister Enrico Letta has called youth joblessness the true nightmare of Italy. German Chancellor Angela Merkel referred to it as perhaps the most pressing problem facing Europe at the present time. In 2013, the European Union dedicated two summits to youth unemployment, with a third to come in Rome in One result: the Youth Guarantee, announced in June 2013, promises to provide a job or training to all young people in Europe no more than four months after finishing their education. In addition to existing funding, the European Union has allocated a further 8 billion between , the bulk of it to be spent in the next 2 years, to tackle the problem. In our 2012 report Education to Employment: Designing a System that Works, we sought to understand how people move from the classroom to the workforce. To do so, we surveyed over 8,000 young people, education providers, and employers around the world. 1 We examined how and why skills mismatches occur, and what can be done to fill them. In this report, we take a similar approach to youth unemployment in Europe. We concentrated on four broad questions: 1 Is the scale of youth unemployment problem in Europe a result of lack of jobs, lack of skills, or lack of coordination? 2 What are the obstacles that youth face on their journey from education to employment? 3 Which groups of youth and employers in Europe are struggling the most? 4 What can be done to address the problem? To answer these questions, we focused on eight countries that are home to three-quarters of Europe s 5.6 million unemployed youth: France, Germany, Greece, Italy, Portugal, Spain, Sweden, and the UK. 2 To do so, we built a unique fact base along the full journey from education to employment to inform future decision making, through a survey of more than 5,300 young people, 2,600 employers, and 700 education providers. We also examined more than 100 programmes in 25 countries to provide insight into education-to-employment (E2E) solutions that may be relevant to Europe.

5 5 ducation to mployment: Getting urope s Youth into Work Executive Summary Exhibit 1 Skill gaps cause the most problems in countries 1. with the highest youth unemployment Youth unemployment >25% Employers who believe lack of skills cause significant problems or are detrimental to business, 1 % United Kingdom 18 Germany 26 Sweden Portugal Spain France 35 Greece 45 Italy 47 Ø 33 1 How, if at all, does a lack of entry-level employee skills affect your company? Source: McKinsey survey, Aug Sept 2012, 2013 Our research led us to the following answers: 1. Despite more people looking for work, employers in Europe cannot find the skills they need. Across the EU, a quarter of young people under 25 in the labour market are unemployed, the highest level in any region except the Middle East/North Africa. Across most of the region, youth unemployment has risen significantly since the financial crisis hit in However this is not to say that youth unemployment is a new issue for Europe in 1995 it was at 21 percent. Since then, it has never been lower than 15%, in Clearly, the lack of availability of jobs in Europe is part of the problem, but it is far from the whole story. In many countries, the number of people employed has actually remained steady while, in some countries, this has increased since More older people are working for longer and more women with children are joining or remaining in the workforce, as a result of long-term social trends and tightening of rules around welfare and pension systems. More participation across all age groups means more competition for open positions. This particularly affects younger people, who are disadvantaged by lack of proven experience. Meanwhile, labour-market regulations that discourage hiring and firing, which are common in Europe, make it even harder for youth to get started. At the same time, employers everywhere report skills shortages. In the survey of the eight EU countries, one-third of employers said that lack of skills is causing major business problems, in the form of cost, quality or time (Exhibit 1). 27 percent of employers reported that a lack of skills was a major reason they did not fill vacancies. Employers from countries with the highest youth unemployment reported the greatest problems due to skills shortages. A critical reason for youth not getting the skills employers need is that education providers, young people, and employers do not understand one another (Exhibit 2). In our 2012 global report, Education to Employment: Designing a System that Works, we concluded that providers, employers, and young people operated in parallel universes. In Europe, we found the same phenomenon, but to an even greater extent. For example, 74 percent of education providers were confident that their graduates were prepared for work, yet only 38 percent of youth and 35 percent of employers agreed. Why is there such a big difference between the three? The more pertinent question is, How could they know any better? Outside of UK and Germany, only 50 percent of European employers report interacting with education providers several times a year or more. 2. European youth face obstacles at every stage of the E2E journey. Think of the education-to-employment journey as a road with three intersections: 1) enrolling in post-secondary education, 2) building the right skills,

6 6 ducation to mployment: Getting urope s Youth into Work Executive Summary Exhibit 2 Providers are twice as likely as employers and youth to rate youth as prepared Respondents who agree that graduates/new hires are adequately prepared, % 74 2x employers 1 youth 2 education providers 3 1 Overall, the entry-level employees we hired in the past year have been adequately prepared by their prehire education and/or training. 2 Overall, I think I was adequately prepared for an entry-level position in my chosen career field. 3 Overall, graduates from my institution are adequately prepared for entry-level positions in their chosen field of study. Source: McKinsey survey, Aug Sept 2012, 2013 and 3) finding work. In Europe, there are barriers at each intersection that block young people from creating the future they want and deserve. The most important barrier to enrolling in post-secondary education is cost. Although university tuition fees are generally highly subsidised in Europe, many students find the cost of living while studying still too high to sustain. Also, in a number of countries, vocational courses are not subsidised and can therefore be prohibitively expensive. A second barrier is a lack of information. Except in Germany, fewer than 25 percent of students in Europe said they received sufficient information on post-secondary courses and careers. In Europe, where many young people make a decision between vocational and academic paths at around age 15, such information is crucial. A third is stigma. Most of those surveyed said they perceived a social bias against vocational education even though they viewed it as more helpful to finding a job than an academic path. Fewer than half of those who wanted to undertake a vocational course actually did so. At the second intersection, building the right skills, too many students are not mastering the basics, with businesses reporting a particular shortage of soft skills such as spoken communications and also problems with work ethic. Furthermore, too many young people are taking courses that lead to qualifications for which there is reduced demand. In Spain, for example, the number of people employed in construction has dropped 62 percent since 2008, but the number of students graduating in architecture and building increased 174 percent since At the third intersection, finding work, the support systems that could help young people secure satisfying, stable jobs are inconsistently available. Fewer than half of Swedish youth considered the career services offered useful, compared with two thirds in the United Kingdom. Fewer than half of UK students completed a work placement, compared with 87 percent of those in France. The barriers from education to employment combine to make young people doubt the benefit of continuing education after secondary school. Only 42 percent of young people surveyed in Europe believed that post-secondary education improved their employment opportunities, compared to 50 percent of those in the global survey (Exhibit 3). 3. E2E systems fail particularly for young people and small businesses. We identified seven distinct segments of young people (see Chapter 1), based on how much support they received (in the form of financial assistance and career guidance), their commitment to developing skills, and whether they attained a satisfactory job. Only one segment, representing 10 percent of the young people surveyed, were extremely satisfied with their employment outcome at the end of their education. 3 This

8 8 ducation to mployment: Getting urope s Youth into Work Executive Summary Exhibit 3 Less than half of youth believe their post-secondary studies 3. improved their employment opportunities Youth who believe their post-secondary studies improved their employment opportunities, 1 % Greece 31 France Italy Spain United Kingdom Portugal 47 Sweden Germany Ø 42 1 My post secondary school education improved my chances of getting a job. Source: McKinsey survey, Aug Sept 2012, 2013 group succeeded because they received both a strong education and good information; they also focused on finding opportunities to build job skills. A further two segments, accounting for 11 percent of the surveyed youth, received strong support, but were less motivated, and were moderately satisfied with their job outcomes. The remaining four segments (79 percent) were frustrated that they did not get enough support and unhappy with their prospects. They exhibited different responses to this, from those who persisted in fighting to access every possible opportunity (but rarely succeeding) to becoming disenchanted and leaving education at the first chance. We undertook a similar segmentation exercise of the employers surveyed, dividing them into four groups based on the ease with which they were able to find new hires and the degree to which they were prepared to invest in training. Two segments were satisfied with their workforce but start from very different places. One (18 percent) was able to attract strong candidates and invested substantially in training new hires. The other (26 percent) found it difficult to attract candidates but developed a strong workforce through training and partnerships with other employers and education providers. The least satisfied group (21 percent), was disproportionately made up of small businesses (up to 50 employees). This is important because small businesses are crucial in Europe, representing more than 50 percent of private sector employment and 32 percent of total employment. 4 In contrast to our global survey, in Europe small firms were more likely than large ones to report problems in their businesses due to lack of skills. They also have the greatest problems in identifying and recruiting high-quality new hires, and are less likely to work with education providers or other employers to tackle their skills problems. This phenomenon is particularly acute in countries such as Greece, with very high rates of youth unemployment, and requires specific interventions to achieve better E2E outcomes for instance, creating skills councils that give small businesses a voice. Understanding the mix and concentration of employer and youth segments by country is critical each segment requires a different set of interventions to reach its maximum potential. 4. There are proven ways to improve the E2E journey. Europe s governments, employers, education providers and families are operating in difficult circumstances, but there are ways to ease the burden on all of these groups. Innovate with design, course delivery, and financing to make education more affordable and accessible: To reduce the cost of courses, one solution is to break up degree programmes into individual modules that focus on a particular set of skills, while still counting towards a degree

9 9 ducation to mployment: Getting urope s Youth into Work Executive Summary In contrast to our global survey, in Europe small firms were more likely than large ones to report problems in their businesses due to lack of skills. or formal qualification. Each of these modules would be short (weeks or a few months) and self-contained, enabling students to combine and sequence them in the order that makes most sense for their career aspirations. This model also enables young people to take a break in their studies to work for a period, and then return and pick up where they left off. Another option is to explore different ways of delivering learning for specific skill sets, such as on-line learning for teaching theoretical content and face-to-face for applied skills. To improve financing, governments and private financial institutions can offer low-interest loans for students pursuing courses that have a strong employment record; they can also explore initiatives that allow young people to pay for part of their education or training in the form of services. Employers can play a role by promising jobs to young people (following a rigorous recruitment process) and then funding their training progamme to prepare them for these jobs. This latter option is only likely to be successful, however, for employers in sectors that face either high skills scarcity or high employee churn. Focus young people, employers, and education providers on improving employment readiness: The status quo is not working for large numbers of young people and they need help to think more strategically about their futures. This is particularly important in Europe, where students often have to make life-defining decisions about their educational future by the age of 15 the time when many choose whether to pursue academic or vocational tracks. Students need more and better information about different career paths, and they need to be motivated to use it. Education providers must focus more on what happens to their students after they leave. Specifically, they should track what happens to their graduates, both in terms of employment and job satisfaction. To improve student prospects, education providers could work more closely with employers to make sure that they are offering courses that really help young people prepare for the workplace. Finally, employers cannot wait for the right applicants to show up at their doorsteps. In the most effective programmes, employers and providers work together to design curricula that fit business needs; employers may even provide their own staff as instructors. Employers might also consider increasing the availability of work-placements and opportunities for practical learning. Larger enterprises may be able to go further and set up training academies for their own workforce and also their network of suppliers. Build the supporting structures that allow the best interventions to scale up: At a national level in Europe, responsibility and oversight of the E2E highway is split across multiple government departments, resulting in a fragmented and confusing picture. One way to improve this is to create a system integrator to gather and share information on the most salient metrics: job forecasts by profession, youth job placement rates, employer satisfaction with the graduates of different programmes, and so on. The system integrator would also identify and share examples of successful programmes, and work with employers and educators to create sectoral or regional solutions based on these. Technological solutions can also help to compensate for shortages of apprenticeships and other forms of short-term

10 10 ducation to mployment: Getting urope s Youth into Work Executive Summary workplacements. Serious games that mimic the workplace context, for example, are low-cost, low-risk ways for students to receive a personalised learning experience through repeated play of the game. While not a full substitute for a physical apprenticeship, this approach offers a substantial step forward in terms of providing the applied skills that employers say young people lack; furthermore, such initiatives can be made available to greater numbers of young people without needing to find more employers to provide work placements. Involve the European Union: To help the most successful interventions reach the greatest number of young people, the European Union has a critical role to play in three areas. Information: The European Union could develop and share a more comprehensive labour-market platform incorporating the most relevant data to capture employment trends in each sector and region. This would help institutional decision makers, employers, and jobseekers make better decisions, for instance by helping users understand the implications of the data whether on the courses they should offer as an education provider or the skills gaps they should try to fill as a group of employers within an industry. Mobility: The European Union can improve educational and labour mobility by working to make vocational qualifications transferable across borders, as has already largely been achieved in the Bologna process for university education. services (PES) to compare their successful interventions, and to disseminate and promote those that are relevant to similar context countries Youth unemployment is a profound challenge for Europe and the financial crisis has made it worse. We hope that our research can help employers, education providers, and young people to understand the problem and each other better, and thereby support efforts to create a European educationto-employment system that benefits everyone. Executive Summary endnotes 1 The global survey included youth, employers and education providers from: Brazil, Germany, India, Mexico, Morocco, Saudi Arabia, Turkey, the United Kingdom and the United States 2 urostat. 3 urostat and Organisation for Economic Cooperation and Development. 4 urostat, 2007, included NACE Rev1.1 C-I, K. Percentage of total employment taken as the total number employed in small businesses/total number of people employed Sharing relevant practices on matching labour market demand and supply: The European Union is in the best position to take a lead on helping national public employment

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